Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

By J. Durlak, E. P. DuPre. American Journal of Community Psychology, 2008

5,199 citations recorded by the source corpus.

Subfields: General Health Professions, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/3c263275fc96ee6f13bf8707939adacfcc172382

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In General Health Professions

In Management Science and Operations Research

Citations in the corpus

Statewide Implementation of Evidence-Based Programs (2013, background): “However, given the paucity of information about programs, as described by Dane and Schneider (1998), Durlak and DuPre (2008), and others, implementation teams and external support groups may have to search to find the information (e.g., philosophy, values, and principles) or may have to do original…”
Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement (2013, methodology): “Studies in educational psychology suggest that fidelity and certain teacher characteristics are intertwined (Durlak & DuPre, 2008; Sanetti & Kratochwill, 2009), and some research in literacy illustrates the complex and reciprocal relationship between teachers’ personal efficacy and the…”
The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013, background): “…assist teachers with negotiating adherence to essential program components and practices, one of several dimensions of EBP implementation (Dane & Schneider, 1998; Durlak & DuPre, 2008), while integrating professional expertise and student and family needs and desires with program implementation.”
What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. (2015, methodology): “and methods, teacher training and support, have been found to influence both the level and quality of implementation (Greenberg et al., 2001; Durlak and DuPre, 2008; Bumbarger et al., 2010).”
Artificial Intelligence and the Public Sector—Applications and Challenges (2018, background): “In general, implementation deals with the aspects of which an initiative consists when it is provided in a particular context (Durlak & DuPre 2008).”
School‐Based Mental Health and Behavioral Programs for Low‐Income, Urban Youth: A Systematic and Meta‐Analytic Review (2011, background): “Implementation can refer to (a) fidelity, or the extent to which a program is delivered as it was intended; (b) dosage, or the number of sessions delivered or completed; or (c) quality, or how well different program components are delivered (Durlak & DuPre, 2008).”
Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? (2013, background): “Some researchers also focus on student participation during the intervention using such measures as ratings of student engagement, accuracy of response during the lesson, and behavioral redirections needed (Durlak & DuPre, 2008; Webster-Stratton, Reinke, Herman, & Newcomer, 2011).”
The importance of studying the implementation of interventions in school settings (2012, methodology): “Put simply, implementation matters (Durlak & DuPre, 2008).”
Measuring factors affecting implementation of health innovations: a systematic review of structural, organizational, provider, patient, and innovation level measures (2013, methodology): “, community-level [19]; outer-setting [20]), organizational(i.”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, methodology): “Drawing upon the previous work of Durlak and DuPre (2008), Wozney et al. (2006), and the professional development frameworks of Desimone and Darling-Hammond, research should examine if professional development programs that aim to build (1) teachers' spatial skills, (2) confidence in spatial…”
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning (2019, background): “Research over the past two decades on various schoolbased interventions has demonstrated that SEL is central to positive development in terms of physical and mental health, moral judgment, citizenship, academics, and achievement motivation (Durlak & DuPre, 2008).”
The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, positive): “In any setting, fidelity, which refers to the degree to which program implementers deliver the program as intended by the devel opers, is critical to achieve positive program outcomes (Durlak & DuPre, 2008; Dusenbury, Brannigan, Falco, & Hansen, 2003).”
Preventing prejudice and improving intergroup attitudes: A meta-analysis of child and adolescent training programs (2014, background): “But implementation is important, as the conduct and dissemination of prevention programs clearly shows (Durlak & DuPre, 2008).”